This page is providing an explanation of why we have schemes and what they really are. There is clearly some confusion and my role is to clarify that somewhat.
A scheme is a device for an HOF and an HOD to show how he/she is translating a mandated set of guidelines (The Education Act and the National Curriculum) into a programme that they deliver in the classroom.
But it is more than that. It is a device to state the school's and the subject's educational philosophy and goals. Where do we as a school gain an understanding of what our subject is doing? Do we just sit back and blithely accept that runaway acceleration is an acceptable educational philosophy? Do we accept that a streamed environment is the best for all subjects? We need to challenge received wisdom from time to time.
I think we deserve to understand the reasons why WE deliver the programmes that we do. It is about compliance but it is also as much about justification and collegiality (sharing best practice). At a department level I have built the process of review into the scheme. This is the heart of the matter because it is that reflection that improves our pedagogy. We ask:
Should we continue to offer the course that we offer?
Should we continue to assess the way that we have been assessing?
What is the role of an examination at Mid Year?
The templates that I have provided allows you to do that. The Faculty Scheme is the big picture and you can decide the break up of the rest into Departments that focus on the subjects that make up your Faculty
The department section has the reviewing section. As a bare minimum the review (with timings) should run as follows:
Feedback from staff and students - ongoing throughout the year
Analysis of Moderation - Both External Moderation and Internal Moderation - ongoing
Analysis of Internal assessment at end of current year - usually in November/December but can be earlier
Alignment with school goals - November/December
Analysis of External assessment - Janauary/February
Accountability to Headmaster and BOT - February/March
The nature of this scheme model is such that the physical scheme document is able to have the new year's pages inserted into them. This is why I have suggested that the Year level course outlines should be separate documents. We change these every year. They are appendices to the scheme. This also why I would not spiral bind my scheme. They are a dynamic document and need to be changed at least twice a year - once at the end of the year and once at the beginning of the year.
A scheme is a device for an HOF and an HOD to show how he/she is translating a mandated set of guidelines (The Education Act and the National Curriculum) into a programme that they deliver in the classroom.
But it is more than that. It is a device to state the school's and the subject's educational philosophy and goals. Where do we as a school gain an understanding of what our subject is doing? Do we just sit back and blithely accept that runaway acceleration is an acceptable educational philosophy? Do we accept that a streamed environment is the best for all subjects? We need to challenge received wisdom from time to time.
I think we deserve to understand the reasons why WE deliver the programmes that we do. It is about compliance but it is also as much about justification and collegiality (sharing best practice). At a department level I have built the process of review into the scheme. This is the heart of the matter because it is that reflection that improves our pedagogy. We ask:
The templates that I have provided allows you to do that. The Faculty Scheme is the big picture and you can decide the break up of the rest into Departments that focus on the subjects that make up your Faculty
The department section has the reviewing section. As a bare minimum the review (with timings) should run as follows:
- Feedback from staff and students - ongoing throughout the year
- Analysis of Moderation - Both External Moderation and Internal Moderation - ongoing
- Analysis of Internal assessment at end of current year - usually in November/December but can be earlier
- Alignment with school goals - November/December
- Analysis of External assessment - Janauary/February
- Accountability to Headmaster and BOT - February/March
The nature of this scheme model is such that the physical scheme document is able to have the new year's pages inserted into them. This is why I have suggested that the Year level course outlines should be separate documents. We change these every year. They are appendices to the scheme. This also why I would not spiral bind my scheme. They are a dynamic document and need to be changed at least twice a year - once at the end of the year and once at the beginning of the year.It is at the department level that the reviewing is done.
Read this page in conjunction with ERO and Self review
ERO and Self review